regents high school examination living...

LIVING ENVIRONMENTLIVING ENVIRONMENT

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

LIVING ENVIRONMENT

Friday, August 17, 2012 — 12:30 to 3:30 p.m., only

Student Name _____________________________________________________________

School Name ______________________________________________________________

Print your name and the name of your school on the lines above.

A separate answer sheet for multiple-choice questions in Parts A, B–1, B–2, andD has been provided to you. Follow the instructions from the proctor for completingthe student information on your answer sheet.

You are to answer all questions in all parts of this examination. Record youranswers for all multiple-choice questions, including those in Parts B–2 and D, onthe separate answer sheet. Record your answers for all open-ended questionsdirectly in this examination booklet. All answers in this examination bookletshould be written in pen, except for graphs and drawings, which should be donein pencil. You may use scrap paper to work out the answers to the questions, butbe sure to record all your answers on the answer sheet or in this examinationbooklet as directed.

When you have completed the examination, you must sign the declarationprinted on your separate answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you haveneither given nor received assistance in answering any of the questions during theexamination. Your answer sheet cannot be accepted if you fail to sign this declaration.

The use of any communications device is strictly prohibited when taking thisexamination. If you use any communications device, no matter how briefly, yourexamination will be invalidated and no score will be calculated for you.

Notice...

A four-function or scientific calculator must be made available for you to use while takingthis examination.

DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.

Living Environment–Aug. ’12 [2]

1 The cell represented below produces oxygen.

Which structure allows the passage of this oxygento the environment?(1) A (3) C(2) B (4) D

2 The diagram below represents a cell and severalmolecules. The number of molecules shown represents the relative concentration of the molecules inside and outside of the cell.

Molecule B could enter the cell as a direct resultof(1) digestion(2) diffusion(3) active transport(4) enzyme production

3 Which two terms are considered to be oppositeprocesses?(1) photosynthesis and autotrophic nutrition(2) cloning and mitosis(3) digestion and synthesis(4) dynamic equilibrium and homeostasis

4 Which statement concerning cell communicationis correct?(1) DNA codes for certain molecules that

become cell receptors involved in cell communication.

(2) Cells produce ATP molecules, whichbecome cell receptors for communication.

(3) Cells build new cell parts, which function ascommunication genes.

(4) Certain proteins use cell communication tobuild new cell parts made of DNA.

5 A towel placed on a lawn for a length of time cancause the grass beneath it to lose its green color.The most probable explanation for this is thatdarkness(1) affects the expression of certain genes in the

grass(2) causes a mutation in the plants(3) affects the structure of cell membranes in

the grass(4) causes plants to switch to heterotrophic

nutrition

6 Which sequence correctly represents thearrangement of structures containing geneticmaterial, from the largest to the smallest size?(1) chromosome → gene → nucleus(2) nucleus → chromosome → gene(3) gene → chromosome → nucleus(4) gene → nucleus → chromosome

7 The DNA of a fly and the DNA of a gorilla aremade up of subunits that are(1) arranged in the same order in both species(2) arranged in chains of the same length in both

species(3) different bases in each of the two species(4) in different sequences in each of the two

species

Key

Molecule AMolecule BMolecule CCell

A

B

C

D

Part A

Answer all questions in this part. [30]

Directions (1–30): For each statement or question, record on the separate answer sheet the number of theword or expression that, of those given, best completes the statement or answers the question.

8 The diagram below represents one process thatmight occur in cells.

Which process is represented in the diagram?(1) cell reproduction (3) mutation(2) meiosis (4) gene replication

9 The way a protein molecule is folded determinesthe shape of the molecule, which determines the(1) function of that protein(2) structure of ATP containing that protein(3) type of simple sugars in that protein(4) amino acids in that protein

10 In order for a species to evolve, it must be able to(1) consume a large quantity of food(2) reproduce successfully(3) maintain a constant body temperature(4) be domesticated

11 Domestic horses have a greater diversity of coatcolors than that of wild horses. The process thatled to a greater diversity of coat colors in domes-tic horses is(1) selective breeding (3) gene alteration(2) random mutation (4) natural selection

12 A population of white moths lives in a forest neara factory. This factory burns coal and pollutes theair with black dust. Over time, this dust has settled on the trees in the area, making themdarker in color. This could result in(1) an increase in the white moth population(2) a decrease in the white moth population(3) an increase in the number of trees in the

area(4) a decrease in the air pollution affecting the

area

13 The crucian carp, a Scandinavian fish, thrives inshallow ponds that freeze over during winter.While other creatures in the pond die from lackof oxygen, these carp are able to obtain energythrough a biochemical pathway that does notrequire oxygen. This characteristic is an exampleof a(1) feedback mechanism common to carnivores

that inhabit shallow pond ecosystems (2) favorable adaptive trait that has led to

increased survival(3) stage of succession that leads to a new

community(4) gene mutation that occurred because carp

need to survive to maintain ecological stability

14 Examination of ancient rock layers at a certainlocation reveals many different fossils. Whichconclusion can be drawn concerning the speciesthat formed these fossils?(1) Only the predators are still present.(2) Many of them are now extinct.(3) They produced offspring that were all

genetically identical.(4) They had no variations due to mutations.

15 Breathing rate is constantly being monitored andadjusted in the human body, which results in(1) the differentiation of mature body cells(2) feedback mechanisms removing damaged cells(3) modification of gene activity in cells(4) the internal environment being kept within

certain limits

16 Modern technology could be used to clone petdogs and cats. The cloned animals would resemblethe original pets because(1) the genes of the new animals are different

from those of the original pets(2) half of the genetic information of the new

animals is the same as that of the originalpets

(3) the new animals have mutations not found inthe original pets

(4) the new animals have the same genetic information as the original pets

ATTCAGACG ATTCGGACG

Living Environment–Aug. ’12 [3] [OVER]

17 The colors and scents of plants attract helpfulinsects and repel insects that feed on them. Theproduction of the proteins that provide thesecolors and scents is the direct result of the(1) behavior learned from parent plants(2) presence of specific genes(3) the genetic makeup of the surrounding

vegetation(4) inability of plants to move as animals do

18 Which situation would be part of the normalreproductive cycle of a human?(1) the presence of testosterone regulating

gamete production in a male(2) estrogen in concentrations that would produce

sperm in a female(3) a high progesterone level in a male(4) a low insulin level in either a male or a

female

19 What is the primary source of energy for all theorganisms in the ecosystem represented below?

(1) photosynthesis in the producers(2) respiration in the heterotrophs(3) light energy from the Sun(4) minerals from the rocks

20 Which statement best describes enzymes?(1) Every enzyme controls many different

reactions.(2) The rate of activity of an enzyme might

change as pH changes.(3) Temperature changes do not affect enzymes.(4) Enzymes are produced from the building

blocks of carbohydrates.

21 More energy can be released from a fat moleculethan from a glucose molecule because the fatmolecule contains more(1) genes (3) chemical bonds(2) organic compounds (4) mitochondria

22 People who have AIDS are more likely thanothers to become ill with multiple infectionsbecause the pathogen that causes AIDS(1) targets many body systems(2) mutates, releasing toxins directly into the

bloodstream(3) increases the rate of enzyme activity in

different types of body cells(4) damages the immune system

23 Which organism would most likely have newgene combinations?(1) a frog that was produced from a skin cell of a

frog(2) a hamster resulting from sexual reproduction(3) a bacterium resulting from asexual reproduction(4) a starfish that grew from part of a starfish

24 A certain fungus can be harmful when it infectsthe outermost layers of the human foot, whileanother type of fungus can be beneficial when itrecycles nutrients by breaking down dead organisms. Which terms identify these two rolesof fungi?(1) producer, prey(2) host, autotroph(3) parasite, decomposer(4) herbivore, predator

25 Shawangunk Grasslands National WildlifeRefuge has been developed from an abandonedairport to restore habitat for six species of birdsthat require an area rich in tall grasses. Workersmust continually remove trees that are beginningto invade the area as a result of(1) direct harvesting(2) genetic engineering(3) evolutionary change(4) ecological succession

Sun


26 In order for an ecosystem to remain stable theremust be(1) drastic modifications to the environment(2) interrelationships and interdependencies

among organisms(3) limited biodiversity(4) gradual changes in the climate

27 Some data suggest that the average global temperature will increase by 1°C–2°C by the year 2050. If this occurs, a major concern forhumans would most likely be that(1) sea levels might rise enough to flood some

coastal areas(2) long-term stability of the climate will benefit

ecosystems(3) the availability of salt water for agricultural

use will increase(4) the threat of extinction of land organisms will

decrease

28 A wetland provides a variety of services for anecosystem, such as filtering pollutants from thewater, allowing animals to lay eggs and reproduce,and producing fertile soils for plants. Whenhumans build houses on wetland areas, theyalways(1) change this area so these processes can still

take place(2) create new habitats for the wetland species(3) transport the wetland species to a new area(4) make changes that might not be reversible

29 Which occurrence most likely led to the otherthree?(1) Human population growth reached 6.8 billion

in 2010 and it continues to increase.(2) The number of African elephants has

declined from 1.2 million in 1979 to about20,000 today.

(3) Approximately 6,500 gallons of oil werespilled into a river in Illinois after a pipelinebroke.

(4) At one time, rain forests covered 14 percentof Earth and today they cover only 6 percent.

30 A community is trying to decide on the locationfor a new shopping center. Two possible locationshave been proposed, with each location havingsome benefits and some problems. The properapproach to deciding the best location would beto(1) select the site that could hold the most stores(2) select the site that would be the least expensive

to develop(3) compare the problems, but not the benefits(4) compare the trade-offs of building at either

location


Part B–1


Directions (31–43): For each statement or question, record on the separate answer sheet the number of theword or expression that, of those given, best completes the statement or answers the question.

31 A diagram of the actual size of a peppered mothwingspan is shown below.

An estimated length of the wingspan could be(1) 3 centimeters (3) 3 milliliters(2) 3 grams (4) 3 kilometers

32 An investigation was carried out to determinewhich of three antibacterial soaps is most effective. Four petri dishes labeled A, B, C, andD were set up. The same amount and type of bacteria was added to each dish. Next, 2 mL of adifferent brand of soap were added to dishes B,C, and D. Then, 2 mL of water were added todish A, instead of soap. The dishes were incubated at 37°C for 24 hours. At the end of theinvestigation, the amount of bacteria in eachdish was determined. Dish D had the least bacteria. It was concluded that the soap in dishD was the most effective soap to use against bacteria.

Which statement best describes the validity ofthis conclusion?(1) The conclusion is not valid since the same

amount of bacteria was used in each dish.(2) The conclusion is valid since too small

a sample of bacteria was used in this investigation.

(3) The conclusion is valid since the amounts ofbacteria were measured at the end of theinvestigation.

(4) The conclusion might not be valid since theinvestigation was carried out only once.

33 Which statement is a valid inference concerningstructure X represented in the diagram below?

(1) Structure X contains guard cells that regulate glucose intake.

(2) Structure X carries out heterotrophic nutrition.

(3) Structure X produces gametes for asexualreproduction.

(4) Structure X transports materials for metabolicactivities.

34 The diagram below represents a food web composed of producers, consumers, and decomposers.

Which group would represent the decomposerorganisms?(1) A (3) C(2) B (4) D

A

B

C

D

XWingspan



35 The chart below shows three ecological terms used to describe levels of organization on Earth.

Which diagram best represents the relationship of these ecological terms?

36 The diagram below represents some changes that took place in a bacterial population recently exposed toan antibiotic.

Which statement would best explain the presence of bacteria on day 4?(1) A bacterial population cannot survive exposure to antibiotics.(2) This bacterial population cannot survive exposure to this antibiotic.(3) Bacteria can change whenever it is necessary to survive antibiotic treatment.(4) Some of the bacterial population was resistant to this antibiotic.

Antibiotictreatment

Day 1 Day 2 Day 3 Day 4

AB

C

( 1 )

AC

B

( 2 )

CA

B

( 3 )

BA

C

( 4 )

A ecosystem

B population

C biosphere

37 Two different species of single-celled organisms that eat the same food were placed in the same container.A constant food supply was provided starting on day 2, and the populations were monitored daily. Thegraph below represents the growth of the two populations.

The most likely reason for the observed changes in the populations over the 18-day period is(1) P. caudatum outcompeted P. aurelia (3) the two species shared available resources(2) P. aurelia outcompeted P. caudatum (4) P. caudatum became a predator for P. aurelia

Base your answers to questions 38 and 39 on the diagram below and on your knowledge of biology. The diagram represents the reproductive systems of the human female and male.

38 In which structure would both mitosis and differentiation of an embryo occur?(1) G (3) E(2) B (4) D

39 In which structure do gametes usually unite to produce a zygote?(1) A (3) C(2) G (4) F

F

E

B

D

C

A G

H

Days

Siz

e o

f P

op

ula

tio

n

2 4 6 8 10 12 14 16 18

P. aurelia

P. caudatum

Growth of Two Populations


40 Which graph best shows the relationship between the amount of biodiversity and the number of differentpopulations in an ecosystem?

41 The diagram below represents one possible evolutionary change that could have led lobe-finned fish todevelop into the first amphibians. Amphibians are animals that live on land some of their life.

This change from fins on the lobe-finned fish to legs and feet on the early amphibian is most likely due to(1) a sudden mutation that changed the gills of the lobe-finned fish to lungs(2) increased competition between animals that had adapted to living on the land(3) the need to move to land because of increased competition for food in the ocean(4) variations among offspring, followed by natural selection

Millions of years

Lobe-finned fish Early amphibian

WaterLand

Bio

dive

rsity

Number of Different Populations

( 1 )

Bio

dive

rsity


( 3 )

Bio

dive

rsity


( 2 )

Bio

dive

rsity


( 4 )



Base your answers to questions 42 and 43 on the information below and on your knowledge of biology.

Yes, This Big Lizard is Pink

A new study from the University of Rome Tor Vergata shows that a rare strawberry-tintedland iguana [rosada iguana] in the Galapagos Islands is genetically distinct from other iguanas there, having diverged from them more than five million years ago as the archipelago [a group of islands] formed. The rosada iguana—which escaped Darwin’snotice—was discovered only recently, largely because it lives on the desolate slopes of anactive volcano.

Source: Smithsonian, March 2009

42 Which diagram best represents the evolutionary pathway of the strawberry-tinted iguana?

43 According to information in the article, it is most likely that(1) the ancestors of this iguana were separated from ancestors of other Galapagos iguanas millions of years

ago and adapted to different environments(2) the ancestors of this iguana came from the mainland of South America millions of years ago and

needed to adapt to the conditions of the Galapagos(3) gases released from an active volcano caused ancestral iguanas to mutate so they could adapt to the hot,

dry environment near the volcano(4) it is a color variation of the same species of iguana that lives elsewhere on the island, and it was not

discovered because it blended in with its environment near the volcano

Present day

Tim

e(m

illio

ns o

f yea

rs a

go) 1

2

3

4

5

6

( 1 ) ( 2 ) ( 3 ) ( 4 )


A student grew ten tomato plants from seed. After three weeks, the heights of the tenplants were measured in centimeters (cm). The results are shown below.

Tomato plant A = 5 cm Tomato plant F = 9 cmTomato plant B = 3 cm Tomato plant G = 7 cmTomato plant C = 3 cm Tomato plant H = 5 cmTomato plant D = 3 cm Tomato plant I = 3 cmTomato plant E = 5 cm Tomato plant J = 7 cm

44 Organize the data by completing both columns in the data table below, so that the height of the plantsincreases from the top to the bottom of the table. [1]

Height of Tomato PlantsAfter Three Weeks

45 State one likely reason for differences in the heights of the plants. [1]

Height of Plant (cm)

Number ofTomato Plants


Part B–2


Directions (44–55): For those questions that are multiple choice, record on the separate answer sheet the number of the choice that, of those given, best completes each statement or answers each question. For allother questions in this part, follow the directions given and record your answers in the spaces provided in thisexamination booklet.


46 The chart below contains characteristics that can be used to classify organisms A, B, and C.

State one reason why organism A and organism C might be placed into two different classification groups,even though they are both single celled. [1]

Base your answers to questions 47 through 50 on the passage below and on your knowledge of biology.

Keystone Species

A keystone species is one whose presence contributes to the diversity of life and whoseextinction would lead to the extinction of other forms of life. A keystone species helps tosupport the ecosystem of which it is a part.

An example of what can happen when a keystone species is removed occurred when furhunters eliminated sea otters from some Pacific Ocean kelp beds. Otters eat sea urchins,which eat kelp. With its major predator gone, sea urchin populations exploded and consumed most of the kelp. Fish, snails, and other animals associated with the kelp bedsdisappeared.

The grizzly bear is another example of a keystone species. Grizzlies transfer nutrientsfrom the ocean ecosystem to the forest ecosystem. The first stage of this transfer is performed by salmon that swim up rivers, sometimes for hundreds of miles. Salmon are richin nitrogen, sulfur, carbon, and phosphorus. The bears capture the salmon and carry themonto dry land, scattering nutrient-rich feces (wastes) and partially eaten salmon carcasses.It has been estimated that the bears leave up to half of the salmon they harvest on the forest floor.

Note: The answer to question 47 should be recorded on your separate answer sheet.

47 One action humans can take that might ensure that these sea otters will continue their function as a keystone species in their environment is to(1) establish a sea otter wildlife refuge in the Atlantic Ocean(2) pass laws to regulate the hunting of sea otters(3) plant kelp in the Pacific Ocean(4) destroy sea urchins found living in the kelp beds

Characteristics Organism A Organism B Organism C

Number of Cells single celled multicellular single celled

Type of Nutrition autotrophic autotrophic heterotrophic

Nuclear Membrane absent present absent

Ribosomes present present present

48 Some people feel the grizzly bear should be eliminated from parts of its natural range. Describe the impactof this proposed action on the forest ecosystems in these areas if the bears are eliminated. Support youranswer with information from the passage. [1]

Note: The answers to questions 49 and 50 should be recorded on your separate answer sheet.

49 Which organism is most likely not functioning as a keystone species in its ecosystem?(1) beaver — transforms its territory from a stream to a pond or swamp, maintaining the habitat for a

variety of native species(2) elephant — destroys trees, making room for grass species and preventing the environment from becoming

a woodland(3) black-tailed prairie dogs — burrows act as homes to other creatures, including burrowing owls, badgers,

rabbits, snakes, salamanders, and insects(4) zebra mussels — compete with native species, reducing the biodiversity of the Great Lakes ecosystem

50 Which sequence best represents the feeding relationships in a kelp ecosystem that has not been disturbedby humans?(1) sea urchins → kelp → fish (3) kelp → sea otters → sea urchins(2) kelp → sea urchins → sea otters (4) sea urchins → snails → kelp

51 State one role of white blood cells at the site of a wound during the healing of the wound. [1]

52 Explain why changes in climate can result in the extinction of a species. [1]



Base your answers to questions 53 through 55 on the diagram below and on your knowledge of biology. Thediagram compares cell functions with jobs in a factory.

53 Which two chemical waste products are most likely represented by the smoke above the mitochondrion? [1]

______________________________________ and _____________________________________________

54 What chemical substance produced by the mitochondrion is represented by arrow A? [1]

55 Which cell structure synthesized the “Protein being exported”? [1]

Mitochondrion

Nucleus

Chloroplast

Ribosomes

Protein beingexported

A

FUEL

Shipping


Base your answer to question 56–60 on the information below and on your knowledge of biology.

Poison ivy is a weed that grows in New York State. It synthesizes an oil, urushiol, thatcauses skin rashes. Researchers have found that if poison ivy grows in an environment thatcontains an increased concentration of carbon dioxide, the plants grow larger, faster, andproduce more urushiol. Because carbon dioxide levels in the atmosphere are rising, poisonivy might become a hazard to people who work or vacation outdoors.

56–60 In order to verify this research, experiments must be carried out. Design an experiment to test whetherpoison ivy is affected by air containing higher than normal concentrations of carbon dioxide. In youranswer, be sure to:• state the hypothesis the experiment would test [1]• state one way the control group should be treated differently from the experimental group [1]• identify two conditions that should be kept the same in both the control and the experimental groups [1]• describe the type of data to be collected [1]• identify one safety precaution that should be taken during the experiment and explain why it is

necessary [1]

Part C


Directions (56–72): Record your answers in the spaces provided in this examination booklet.


Invasion of the Giant Rodents

Large, 20-pound rodents [nutria] that were originally from South America are spreadingnorthward from the southern United States.

The nutria were brought in and raised in the southern United States for their fur. Nutriaescaped and started a wild population.

They have since moved up the east coast, damaging plant life in Delaware andMaryland. Currently, they have reached New Jersey. These rodents are damaging NewJersey’s marshland ecosystems.

A nutria can eat up to 5 pounds of marshland plants a day. This loss of plant life is harming the marshland ecosystems.

61 A wildlife manager in New Jersey wants to use poisons to destroy the nutria. State one problem thatmight result from this action. [1]

62 State one reason why the removal of plant life by the nutria can harm marshland ecosystems. [1]


Base your answers to questions 63 through 66 on the information below and on your knowledge of biology.

Research has shown that plants might chemically change their environment. The rootsof certain plants release many chemicals. Some chemicals made by plants can kill nearbyplants or discourage herbivores from eating them. Other plant chemicals kill plantpathogens such as bacteria and fungi.

63 State two ways that the release of these chemicals is beneficial to these plants. [1]

(1)

(2)

64 Predict what would happen to the size of the population of these plants if other plants in the area beganreleasing similar chemicals. Support your answer. [1]

65 Predict what would happen to the herbivore population if many plants in the area made protectivechemicals. Support your answer. [1]

66 Predict one way the carnivores in the area could be affected by the production of protective chemicalsby plants. Support your answer. [1]


Base your answer to question 67–70 on the information below and on your knowledge of biology.

An Experimental SARS Vaccine Works in Animals

Scientists reported that they had protected animals from the effects of the SARS virusby using an experimental vaccine. The SARS virus causes an acute respiratory illness inhumans and other animals.

This vaccine was sprayed once into the nostrils of each of four African green monkeys.Four weeks later, these monkeys were exposed to the virus that causes SARS. The monkeysshowed no sign of the disease in their respiratory tracts. Blood tests confirmed the presenceof proteins known as neutralizing antibodies that indicate protection against disease.

The scientists also sprayed a placebo (a substance that did not contain the vaccine) intothe nostrils of each of four other African green monkeys. After exposure to the virus thatcauses SARS, all of these monkeys developed symptoms of this condition.

67–70 Briefly explain the nature of a vaccine and some steps that should be taken before a vaccine is availablefor public use. In your answer, be sure to include:• a description of what a vaccine is [1]• an explanation of why one group had a placebo sprayed into their nostrils before exposure to the virus [1]• an explanation of why scientists used monkeys to test the SARS vaccine [1]• a statement of what could be done to verify the results [1]


Base your answers to questions 71 and 72 on the diagram below and on your knowledge of biology. The diagram identifies four groups that can have an effect on air quality in New York State.

71 Identify one specific air-quality problem caused by pollution that affects New York State. [1]

72 Select one of the four groups and record its name on the space below. Describe one way the group youselected could help to improve the air quality in New York State. [1]

Group:

Environmentalagencies

Industry

Healthprofessionals

Communitygroups

Airquality



Base your answers to questions 73 through 75 on the diagram below and on your knowledge of biology.

Note: The answers to questions 73 through 75 should be recorded on your separate answer sheet.

73 Which two finches could temporarily occupy the same niche?(1) large ground finch and warbler finch(2) vegetarian tree finch and medium ground finch(3) large insectivorous tree finch and woodpecker finch(4) small insectivorous tree finch and cactus ground finch

74 Several of the Galapagos Islands are inhabited by grasshoppers, beetles, flies, bees, and butterflies. Finchesthat feed on these consumers would have beaks adapted for(1) probing, only (3) crushing or probing(2) probing or grasping (4) parrotlike feeding or grasping

75 Farmers on a few of the Galapagos Islands have orchards of oranges, apples, grapes, and pears. Whichspecies of finch would consume these foods?(1) woodpecker finch (3) sharp-beaked ground finch(2) small ground finch (4) vegetarian tree finch

Largegroundfinch

Vegetariantree finch

Largeinsectivorous

tree finch

Smallinsectivorous

tree finch

Woodpeckerfinch

Warblerfinch

Cactusground finch

Sharp-beakedground finch

Smallground finch

Mediumground finch

Gra

spin

gbi

lls

Probing bills

Crushingbills

Warblerfinch

Tree

finch

es

Groundfinches

Insecteaters

Cactuseaters

Seedeaters

Fruit eaters

Par

rot-

like

bills

Source: www.pbs.org

Part D


Directions (73–85): For those questions that are multiple choice, record on the separate answer sheet the number of the choice that, of those given, best completes each statement or answers each question. For allother questions in this part, follow the directions given and record your answers in the spaces provided in thisexamination booklet.


Base your answers to questions 76 and 77 on the diagram below and on your knowledge of biology. Thediagram shows the evolutionary relationships of some organisms.


76 Which two organisms would most likely synthesize the most similar enzymes?(1) monkey and mouse (3) chimp and rat(2) cow and horse (4) horse and dog

77 Scientists want to compare the DNA of these organisms. Identify a technique that could be used to produce bands of DNA fragments for this comparison. [1]

Platypus

Opossum

Cow

Gorilla

Chimp

Monkey

Mouse

Rat

Horse

Dog


Base your answers to questions 78 through 80 on the information below and on your knowledge of biology.

DNA samples were taken from three different species and used to determine the aminoacid sequence for a portion of a particular protein. The amino acids were then compared inorder to determine which species were most closely related. Some of the information isshown on the table below.

78 Using the information given, fill in the missing mRNA base sequences in the table for species B and species C. [1]

79 Using the Universal Genetic Code Chart below, fill in the missing amino acid sequences in the table forspecies A and species B. [1]

Universal Genetic Code ChartMessenger RNA Codons and the Amino Acids for Which They Code

80 State one specific effect on the protein produced if an mRNA code is changed from AGU to AGA. [1]

SECOND BASE

THIRD

BASE

FIRST

BASE

C A G

U

C

A

G

UCAG

UUUUUCUUAUUG

CUUCUCCUACUG

AUUAUCAUAAUG

GUUGUCGUAGUG

UCUUCCUCAUCG

CCUCCCCCACCG

ACUACCACAACG

GCUGCCGCAGCG

UAUUACUAAUAG

CAUCACCAACAG

AAUAACAAAAAG

GAUGACGAAGAG

UGUUGCUGAUGG

CGUCGCCGACGG

AGUAGCAGAAGG

GGUGGCGGAGGG

UCAG

UCAG

UCAG

PHE

LEU

LEU

ILE

MET orSTART

VAL

SER

PRO

THR

ALA

TYR

STOP

HIS

GLN

ASN

LYS

ASP

GLU

ARG

SER

ARG

GLY

CYS

STOPTRP

U

SpeciesA

DNA base sequencemRNA base sequenceamino acid sequence

GACCUGLEU

TGAACUTHR

CTCGAG

CACGUGVAL

TGAACU

SpeciesB


GAC

LEU

AGAUCU

CTTGAA

CAC

VAL

TGAACUTHR

SpeciesC


GACCUGLEU

TGC

THR

CACGUGVAL

CTC

GLU

AGAUCUSER


81 In an experiment to test the effect of exercise on the number of times a clothespin can be squeezed in 1 minute, the dependent variable would be the(1) test subject (3) number of squeezes(2) amount of exercise (4) clothespin

Base your answers to questions 82 through 84 on the information and diagram below and on your knowledge of biology.

In an experiment, students placed a dialysis bag containing 100 mL of a starch-watermixture in a beaker of water, as shown below. They left the setup until class the next day,when they removed the dialysis bag and measured the volume of the contents. They foundthat there were now 125 mL of the starch-water mixture.


82 To measure the volume of the starch-water mixture in the dialysis bag, the students should have used a(1) meterstick (3) graduated cylinder(2) triple-beam balance (4) test tube

83 Identify the process that caused the increase in volume. [1]

84 Identify one organ in the human body where this process occurs and identify one substance that moves intothe blood at that location. [1]

Organ:

Substance:

85 State one possible reason a certain substance can not pass across a cell membrane. [1]

Day One

Water

100 mLstarch-watermixture

Day Two

Water

125 mLstarch-watermixture


LIVING ENVIRONMENTLIVING ENVIRONMENT

Printed on Recycled Paper

FOR TEACHERS ONLYThe University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

LIVING ENVIRONMENT

Friday, August 17, 2012 — 12:30 to 3:30 p.m., only

SCORING KEY AND RATING GUIDE

LE

Directions to the Teacher:Refer to the directions on page 2 before rating student papers.

Updated information regarding the rating of this examination may be posted on the New YorkState Education Department’s web site during the rating period. Check this web site at: http://www.p12.nysed.gov/apda/ and select the link “Scoring Information” for any recentlyposted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examinationperiod.

Multiple Choice for Parts A, B–1, B–2, and DAllow 1 credit for each correct response.

1 . . . . . . 2 . . . . . . 9 . . . . . . 1 . . . . . . 17 . . . . . . 2 . . . . . . 25 . . . . . . 4 . . . . . .

2 . . . . . . 3 . . . . . . 10 . . . . . . 2 . . . . . . 18 . . . . . . 1 . . . . . . 26 . . . . . . 2 . . . . . .

3 . . . . . . 3 . . . . . . 11 . . . . . . 1 . . . . . . 19 . . . . . . 3 . . . . . . 27 . . . . . . 1 . . . . . .

4 . . . . . . 1 . . . . . . 12 . . . . . . 2 . . . . . . 20 . . . . . . 2 . . . . . . 28 . . . . . . 4 . . . . . .

5 . . . . . . 1 . . . . . . 13 . . . . . . 2 . . . . . . 21 . . . . . . 3 . . . . . . 29 . . . . . . 1 . . . . . .

6 . . . . . . 2 . . . . . . 14 . . . . . . 2 . . . . . . 22 . . . . . . 4 . . . . . . 30 . . . . . . 4 . . . . . .

7 . . . . . . 4 . . . . . . 15 . . . . . . 4 . . . . . . 23 . . . . . . 2 . . . . . .

8 . . . . . . 3 . . . . . . 16 . . . . . . 4 . . . . . . 24 . . . . . . 3 . . . . . .

Part A

Part B–1

Part B–2

Part D

31 . . . . . . 1 . . . . . . 35 . . . . . . 1 . . . . . . 39 . . . . . . 1 . . . . . . 43 . . . . . . 1 . . . . . .

32 . . . . . . 4 . . . . . . 36 . . . . . . 4 . . . . . . 40 . . . . . . 1 . . . . . .

33 . . . . . . 4 . . . . . . 37 . . . . . . 2 . . . . . . 41 . . . . . . 4 . . . . . .

34 . . . . . . 1 . . . . . . 38 . . . . . . 4 . . . . . . 42 . . . . . . 3 . . . . . .

47 . . . . . . 2 . . . . . . 49 . . . . . . 4 . . . . . . 50 . . . . . . 2 . . . . . .

73 . . . . . . 3 . . . . . . 75 . . . . . . 4 . . . . . . 81 . . . . . . 3 . . . . . .

74 . . . . . . 2 . . . . . . 76 . . . . . . 4 . . . . . . 82 . . . . . . 3 . . . . . .

Living Environment Rating Guide – Aug. ’12 [2]

Directions to the Teacher

Follow the procedures below for scoring student answer papers for the Regents Examination in LivingEnvironment. Additional information about scoring is provided in the publication Information Booklet forScoring Regents Examinations in the Sciences.

Do not attempt to correct the student’s work by making insertions or changes of any kind.

Allow 1 credit for each correct response.

At least two science teachers must participate in the scoring of the Part B–2, Part C, and Part D open-ended questions on a student’s paper. Each of these teachers should be responsible for scoring a selectednumber of the open-ended questions on each answer paper. No one teacher is to score more than approximately one-half of the open-ended questions on a student’s answer paper.

Students’ responses must be scored strictly according to the Scoring Key and Rating Guide. For open-ended questions, credit may be allowed for responses other than those given in the rating guide if the responseis a scientifically accurate answer to the question and demonstrates adequate knowledge as indicated by the examples in the rating guide. On the student’s separate answer sheet, for each question, record the numberof credits earned and the teacher’s assigned rater/scorer letter.

Fractional credit is not allowed. Only whole-number credit may be given for a response. If the studentgives more than one answer to a question, only the first answer should be rated. Units need not be given whenthe wording of the questions allows such omissions.

For hand scoring, raters should enter the scores earned in the appropriate boxes printed on the separateanswer sheet. Next, the rater should add these scores and enter the total in the box labeled “Total Raw Score.”Then the student’s raw score should be converted to a scale score by using the conversion chart that will beposted on the Department’s web site at: http://www.p12.nysed.gov/apda/ on Friday, August 17, 2012. The student’s scale score should be entered in the box labeled “Scale Score” on the student’s answer sheet.The scale score is the student’s final examination score.

Schools are not permitted to rescore any of the open-ended questions on this exam after eachquestion has been rated once, regardless of the final exam score. Schools are required to ensurethat the raw scores have been added correctly and that the resulting scale score has been determinedaccurately.

Because scale scores corresponding to raw scores in the conversion chart may change from one administration to another, it is crucial that for each administration, the conversion chart provided for thatadministration be used to determine the student’s final score.


Part B–2

44 [1] Allow 1 credit for completing the data table.

Example of a 1-credit response for question 44:

Height of Tomato PlantsAfter Three Weeks

45 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— Some may have received more water/sunlight/nutrients.

— differences in genes

— mutations

— different types of tomato plants


— They have different nutritional requirements.

— A is an autotroph and C is a heterotroph.

— They have at least one very different characteristic.

47 MC on scoring key

48 [1] Allow 1 credit for describing the impact of the proposed action on the forest ecosystems in theseareas if the bears are eliminated and supporting the answer. Acceptable responses include, but arenot limited to:

— The forest ecosystem would not get the nitrogen, sulfur, carbon, and phosphorus it needs,since grizzly bears leave these elements.

— The plants and animals that require the nutrients from the salmon carcasses would not beable to survive.

— The forest ecosystem would change without nutrients from decaying fish.

Height of Plant (cm)

Number ofTomato Plants

3 4

5 3

7 2

9 1





— White blood cells engulf bacteria that might have entered the wound.

— White blood cells produce antibodies that attack pathogens that may have entered the cut.

— They fight infection.


— These changes could result in an environment not suitable for some species.

— Extinction can result when a species lacks sufficient variation to survive in a changing environment.

— A change could result in less food for the species.

53 [1] Allow 1 credit for carbon dioxide and water.

54 [1] Allow 1 credit for ATP.

55 [1] Allow 1 credit for ribosome.

Part C

Note: The student’s responses to the bulleted items in question 56–60 need not appear in the followingorder.

56 [1] Allow 1 credit for stating the hypothesis the experiment would test. Acceptable responses include,but are not limited to:

— If poison ivy grows in a place with a higher than normal concentration of carbon dioxide,then it will grow taller.

— In high concentrations of carbon dioxide, poison ivy will grow faster.

— Large concentrations of carbon dioxide will cause poison ivy to produce more urushiol.

— Different concentrations of carbon dioxide will affect the growth rate of poison ivy plants.

Note: Do not allow credit for a hypothesis written in the form of a question.

57 [1] Allow 1 credit for stating one way the control group should be treated differently from the experimental group. Acceptable responses include, but are not limited to:

— The experimental group would be exposed to a higher than normal concentration of carbondioxide. The control group would be exposed to the same level as before (normal level).

— The control group would have plants growing at normal carbon dioxide level.

— The experimental group would have plants growing at a higher carbon dioxide level.

Note: Do not allow credit for the control receiving no carbon dioxide.

58 [1] Allow 1 credit for identifying two conditions that should be kept the same in both the control andthe experimental groups. Acceptable responses include, but are not limited to:

— The soil should be the same.

— amount of water is the same

— same species of plant used

— The length of exposure to daylight should be the same.

— the initial size of plants

59 [1] Allow 1 credit for describing the type of data to be collected. Acceptable responses include, butare not limited to:

— heights of plants

— average number of plant leaves

— total mass of plants

— size of leaves on the plants

— amount of urushiol produced

Note: Allow credit for an answer consistent with the student’s hypothesis for question 56. The typeof data must be measurable and must relate to the student’s hypothesis for question 56.


60 [1] Allow 1 credit for identifying one safety precaution that should be taken during the experiment andexplaining why it is necessary. Acceptable responses include, but are not limited to:

— Wear gloves to avoid exposure to the oil (urushiol).

— Wear goggles to protect your eyes from the oil.

— Avoid direct contact with poison ivy to avoid getting a rash.


— Other animals might be poisoned.

— Beneficial organisms might be destroyed.

— The poisons might be harmful to people.


— Plants provide food for native consumers.

— Fish hide among plants to avoid predators.

— The marshland food web might be altered.

— decreased biodiversity

63 [1] Allow 1 credit for two acceptable responses. Acceptable responses include, but are not limited to:

— It will keep them from getting a disease.

— It will keep them from getting eaten.

— It protects them from pathogens.

— It will give them a competitive advantage.

— It keeps other plants from growing nearby.

64 [1] Allow 1 credit for predicting what would happen to the size of the population of these plants ifother plants in the area began releasing similar chemicals and supporting the answer. Acceptableresponses include, but are not limited to:

— The chemicals from other plants would harm this species, so its numbers will decline.

— The plant population will decrease, since the chemicals might make the other species morecompetitive.

— The population size might not change because the chemical may affect only bacteria orfungi.

— The population would increase because they would all be releasing chemicals that killpathogens.


65 [1] Allow 1 credit for predicting what would happen to the herbivore population if many plants in thearea made protective chemicals and supporting the answer. Acceptable responses include, but arenot limited to:

— Herbivores will increase if more plants are protected from pathogens.

— The herbivore population might decline if they have no food.

— The herbivores will have less food, so they will migrate to another area.

66 [1] Allow 1 credit for predicting one way the carnivores in the area could be affected by the productionof protective chemicals by plants and supporting the answer. Acceptable responses include, but arenot limited to:

— The carnivores will increase if there are more herbivores.

— The carnivore population would probably decline because their food source would probably decline.

— The carnivores might migrate to a different area where more food is available.

Note: The student’s response to the bulleted items in question 67–70 need not appear in the followingorder.

67 [1] Allow 1 credit for a description of what a vaccine is. Acceptable responses include, but are not limited to:

— a substance injected to stimulate the immune system to produce antibodies

— A vaccine contains a dead/weakened pathogen that stimulates an immune response.

— a substance that is administered that contains antigens

— It has a small piece of the virus/viral coat, which causes the formation of antibodies.

Note: Do not accept a response that indicates that a vaccine contains “a little bit” of the diseaseor “a small amount” of the virus.

68 [1] Allow 1 credit for explaining why one group had a placebo sprayed into their nostrils before exposure to the virus. Acceptable responses include, but are not limited to:

— The group that received the placebo was the control group.

— to see if the vaccine makes a difference


69 [1] Allow 1 credit for explaining why scientists used monkeys to test the SARS vaccine. Acceptableresponses include, but are not limited to:

— Scientists used monkeys to test the vaccine because of their biological similarity to humans.

— Monkeys are affected by the SARS virus, also.

— There are stricter regulations regarding testing on humans, that must be followed.

70 [1] Allow 1 credit for stating what could be done to verify the results. Acceptable responses include,but are not limited to:

— researcher could repeat the experiment

— use a larger sample size

— verify blood samples were not contaminated

— check that equipment is working properly


— acid rain

— global warming

— smog

— high particulate concentration

— increased carbon dioxide

Note: Do not allow credit for pollution.


Group: Industry— could reduce the amount of carbon dioxide or other pollutants it puts into the air

— could add scrubbers to their smokestacks

Group: Environmental agencies— could enforce the laws that limit the kinds and amounts of specific pollutants

— could fine companies and individuals that are not within the legal levels

— could propose new legislation to further reduce air pollution

Group: Health professionals— could point out the dangers associated with air pollution/smog

— could motivate people to modify their activities that reduce air quality

Group: Community groups— could lobby for legislation that regulates the release of specific pollutants

— could encourage politicians to pass laws that regulate the amounts of specific air pollutantsthat can be released

— could organize boycotts of companies that pollute the air

— could run recycling programs


Part D






— electrophoresis

— gel electrophoresis

— DNA fingerprinting

78 [1] Allow 1 credit for correctly filling in the missing mRNA base sequences for species B and C.

Note: Allow 1 credit only if all four sequences are correct.

79 [1] Allow 1 credit for correctly filling in the missing amino acid base sequences for species A and B.

Note: Allow 1 credit only if all four sequences are correct.

Example of a 2-credit table for questions 78 and 79:

SpeciesA


GACCUGLEU

TGAACUTHR

CTCGAGGLU

CACGUGVAL

TGAACUTHR

SpeciesB


GACCUGLEU

AGAUCUSER

CTTGAAGLU

CACGUGVAL

TGAACUTHR

SpeciesC


GACCUGLEU

TGCACGTHR

CACGUGVAL

CTCGAGGLU

AGAUCUSER




— The amino acid ARG will be substituted for SER.

— The shape of the protein might change.

— The protein might not work.




— diffusion

— water diffused

— osmosis

— passive transport


Organ: lungsSubstance: oxygen

Organ: small intestineSubstance: digested food

Organ: large intestineSubstance: water


— molecules of substance too large

— molecule is charged


The Chart for Determining the Final Examination Score for the August 2012Regents Examination in Living Environment will be posted on theDepartment’s web site at: http://www.p12.nysed.gov/apda/ on Friday,August 17, 2012. Conversion charts provided for previous administrations ofthe Regents Examination in Living Environment must NOT be used to deter-mine students’ final scores for this administration.

Online Submission of Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and tomake suggestions. Instructions for completing the evaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.


Map to Core Curriculum

August 2012 Living Environment

Standards Question Numbers

Part A

Part B–1

Part B–2

Part C

Standard 1 — Analysis, Inquiry and Design

Key Idea 1 32

Key Idea 2

Key Idea 3 33

Appendix A (Laboratory Checklist) 31 44, 45 56, 57, 58, 59, 60

Standard 4

Key Idea 1 1, 2, 3, 4, 26 34, 35, 37 48, 49, 50

Key Idea 2 5, 6, 7, 8, 9, 11, 17 55

Key Idea 3 10, 12, 13, 14 36, 41 46

Key Idea 4 16, 18, 23 38, 39

Key Idea 5 15, 19, 20, 21, 22 51, 53, 54 67, 68, 69, 70

Key Idea 6 24, 25 40, 42, 43 62, 63, 64, 65, 66

Key Idea 7 27, 28, 29, 30 47, 52 61, 71, 72

Part D

Lab 1 76, 77, 78, 79, 80

Lab 2 81

Lab 3 73, 74, 75

Lab 5 82, 83, 84, 85

Raw Scale Raw Scale Raw ScaleScore Score Score Score Score Score

85 100 56 78 27 5084 98 55 77 26 4983 97 54 76 25 4782 96 53 75 24 4681 95 52 75 23 4480 95 51 74 22 4379 94 50 73 21 4178 93 49 73 20 4077 92 48 72 19 3876 91 47 71 18 3775 91 46 70 17 3574 90 45 69 16 3373 89 44 68 15 3272 88 43 68 14 3071 88 42 67 13 2870 87 41 66 12 2669 86 40 65 11 2468 86 39 64 10 2267 85 38 63 9 2066 84 37 62 8 1865 84 36 61 7 1664 83 35 60 6 1463 82 34 59 5 1262 82 33 57 4 1061 81 32 56 3 760 80 31 55 2 559 80 30 54 1 258 79 29 53 0 057 78 28 51

The State Education Department / The University of the State of New York

To determine the student’s final examination score, find the student’s total test raw score inthe column labeled “Raw Score” and then locate the scale score that corresponds to that rawscore. The scale score is the student’s final examination score. Enter this score in the spacelabeled “Scale Score” on the student’s answer sheet.

Schools are not permitted to rescore any of the open-ended questions on this examafter each question has been rated once, regardless of the final exam score. Schoolsare required to ensure that the raw scores have been added correctly and that theresulting scale score has been determined accurately.

Because scale scores corresponding to raw scores in the conversion chart change from oneadministration to another, it is crucial that for each administration the conversion chartprovided for that administration be used to determine the student’s final score. The chartabove is usable only for this administration of the Regents Examination in Living Environment.

Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores)

Regents Examination in Living Environment – August 2012

Living Environment Conversion Chart - August '12 1 of 1

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